La Lucha Sigue The University of California’s Role as a Hispanic-Serving Research Institution System The University of California Hispanic-Serving Institutions (UC-HSI) Initiative
Who We Are What We Do: The University of California (UC) Hispanic-Serving Institution • Mobilize key constituents within the UC system to (HSI) Initiative was launched in 2018 with support from the pursue a field-building strategy that is grounded in a UC Office of the Provost and the UC Office of Diversity shared commitment to strengthening the capacity of UC and Engagement. As of 2019, 24.8% of UC undergraduate campuses to serve an increasingly diverse population. students were Latinx. This increase in Latinx student enroll- • Bring together researchers, practitioners, community ment has led to six of the nine undergraduate UC campuses organizations, higher education advocates, and student becoming federally designated HSIs, with the remaining leaders collectively to generate ideas, innovations, best campuses expected to follow suit in the near future. Given practices and political will that help campuses leverage this shift, there is a need for UC to aim for and achieve our their status and funding as HSIs. systemwide and institutional aspirations of becoming a • Foster mentorship and collaborations at the individual more diverse, inclusive and equitable environment for our and institutional levels for the purpose of advancing students. As a system that is a public land-grant and a research and learning. research-intensive, doctoral-granting institution, UC’s goal • Respond to the need to play a critical role in prepar- of inclusive excellence honors our commitment to reflecting ing more Latinx students for the state’s economy and the demographics of the population of California and to workforce through data-driven decisions. promoting social mobility and equality throughout the • Ensure that we have diversity among leadership, state. Through a systemwide learning community consisting ultimately contributing to the economic and social of UC stakeholders, researchers, practitioners, communi- vitality of the state. ty-based organizations, higher education advocates, and • Help the UC system and individual campuses to student leaders, we aim to foster a culture of data-driven establish a working definition of what it means to be inquiry, interventions, and innovation to provide UC students a Hispanic-Serving Research Institution. This is with the necessary opportunities and resources that accomplished through a learning process that empha- facilitate their personal, academic, and professional growth. sizes strategic and comprehensive approaches to student success, including rigorous measurement The campuses in the UC-HSI Initiative and a system as a and evaluation. whole, have a shared responsibility to prepare both individually and as a system to respond to the challenges Difference That We Make: facing the state, in particular the shortage of college-edu- • Over 350 UC faculty, administrators, staff, and stu- cated workers. We aspire to contribute to building the dents have attended events like the Annual UC-HSI present and future California through the use of world- Retreat and UC-HSI Campus Showcase. class research and innovative practices. The work of the • The UC-HSI Initiative has served as a catalyst for Initiative is rooted in the belief that great institutions can mobilization around HSI issues on campuses. be premier research institutions, while also promoting • We have built a “network of networks” to foster equity and opportunity for all students. Our goal is to cross-campus conversation, collaboration and learning. create a space for campuses to discuss ways to expand and • We have produced data, reports and relevant research democratize research, service, teaching, and learning to that are available to the UC community and the achieve social equality, mobility and leadership, in a way broader public. that is impactful for society.
For more information on the UC-HSI Initiative visit www.ucop.edu/hsi-initiative
2 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System UC-HSI Initiative Advisory Board
A critical component of the UC-HSI Initiative is its advisory board comprising faculty, staff, and administrators from each UC campus (with the exception of UC San Francisco because of its status as a graduate-only institution).
This advisory board is integral to:
Informing the mission of the Initiative and how it can best Providing critical leadership for the work that is occurring serve the UC campuses on each of their respective campuses
Serving as a conduit to individual campuses about the Helping to raise awareness about the work among outside activities of the initiative constituents, including in other public sectors in California and broader national conversations related to HSIs
Lupe Gallegos Diaz Douglas Haynes Frances Contreras UC Berkeley UC Irvine UC San Diego Silvia Marquez Joseph Morales Frank Silva UC Berkeley UC Irvine UC San Diego Raquel Aldana Alfred Herrera Ricardo Alcaíno UC Davis UC Los Angeles UC Santa Barbara Marcela Cuellar Sylvia Hurtado Mario Castellanos UC Davis UC Los Angeles UC Santa Barbara Mark López Andrés Hernandez Juan Poblete UC Davis UC Merced UC Santa Cruz Lorena Oropeza Rudy Ortiz Lydia Zendejas UC Davis UC Merced UC Santa Cruz Rahim Reed Estella Acuña Claudia Martinez UC Davis UC Riverside UC Office of the President Pablo Reguerín Arlene Cano Matute Arnold Sanchez Ordaz UC Davis UC Riverside UC Office of the President
3 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System This report was authored by Audrey D. Paredes, Cynthia This report was made possible through funding from the Estrada, Rikka J. Venturanza, and Robert T. Teranishi from University of California Office of the President’s (UCOP) the Institute for Immigration, Globalization, and Education Office of the Provost and UCOP’s Office of Graduate, (IGE) at the University of California, Los Angeles. Undergraduate and Equity Affairs. As a premier leader in research excellence, UC is committed to scholarship that supports the academic and professional preparation of California’s population.
4 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System The Legacy of the Latino Eligibility Task Force In 1992, University of California President David P. Gardner commissioned the Latino Eligibility Task Force, which comprised faculty and staff from each UC campus, with the purpose of conducting research and providing recommendations to address the low rates of college eligibil- ity (with a specific focus on UC) for Latinx students in the state of California.a At the time only 4% of California Latinx high school graduates were eligible for admission into UC, an equity and representational issue that the Task Force set out to rectify through research and recommenda- tions for practice and policy. The Task Force marked a critical moment for how UC understood and positioned itself in conversations of postsecondary access for Latinx students in the state. The magnitude of the Task Force’s research findings and subsequent recommendations obligat- ed one of the premier public, research-intensive systems of higher education in the nation to be more intentional and responsive to the growing Latinx population.
Since the launch of the Latino Eligibility Task Force, the representation of Latinx students in the UC system has exponentially increased. As of fall 2019, Latinx students represented nearly 25% of undergraduate enrollment at UC. Despite these gains, disparities continue. This rise in Latinx postsecondary student enrollment is not proportional to the rise in the Latinx population of California. Systemic barriers and challenges in college access, noted by the UC Latino Eligibility Study, still stand true today, almost thirty years later.1 Moreover, there are still many other types of institutional barriers to uncover for Latinx, first-generation and low-income student success; changes to consider in the field of higher education; and objectives to define in the quest for racial equity in access and completion.
The principles that led the Latino Eligibility Task Force also inform the UC-HSI Initiative: Those invested in student success must critically examine and holistically address students’ needs at UC, through both individual campus efforts and systemwide collaboration. To this end, the Initiative expands on the Task Force’s key areas of focus: eligibility, access, and enrollment. It advocates for a research and action agenda that addresses institutional mission and identity, timely degree completion, campus climate and post-baccalaureate pathways. Having achieved so many HSI designations, UC has the opportunity to radically transform into a supportive system for communities that have been historically relegated to the margins. Operating in a new era that has seen the elimination of the SAT and ACT in UC admissions practices, a nationwide revitalization of racial justice movements, and a global pandemic, the UC-HSI Initiative honors the legacy of the Latino Eligibility Task Force and other students, community members, staff, faculty, and administrators who have arduously fought for racial equity in the UC system.
a. Latinx is a gender-inclusive term that moves away from the gendered versions of “Latino,” “Latina,” “Chicano,” or “Chicana.” Latinx is encompassing of people of all gender identities. See C. Salinas Jr. & A. Lozano for a history of the use of “Latinx” in higher education research.
5 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Introduction
The state of California has seen a remarkable change in (2-year or 4-year, public or private, geographic location, its demographic makeup over the past half century. Nearly etc.).8 Historically, HSI research and scholarship have 40% of the state’s population identifies as Latinx, and their focused on under-resourced and open-access institutions. proportional representation is projected to increase in the Such institutions, especially those in California, have been future.2 This change is well represented in the K–12 setting, critical in providing access to students from low-income, with over 50% of California high school graduates identify- first-generation, and diverse racial and ethnic back- ing as Latinx.3 The changing demographics of California, grounds. It is only recently that highly selective institu- the success of its students and the well-being of its tions, such as those in the UC system, have begun to residents all have significant implications for the state’s obtain HSI status. Because of this newfound phenomenon, economy and its ability to contribute to an increasingly there is an emergence of literature about selective, re- interconnected and global society. For example, California search-intensive HSIs and the students who attend them. is projected to have a shortage of 1.1 million college gradu- The prominence of UC campuses as HSIs or emerging HSIs ates by 2030 and a disproportionate rise in the enrollment and of UC as an HSI system acts as a critical interpolation of Latinxs in higher education relative to the growth of the in the field of higher education that allows scholars, Latinx population overall, presenting an urgent issue administrators and practitioners to contemplate different relevant to the vitality of the state.4 In other words, what characteristics of HSIs and to plan in innovative ways how does it mean for higher education in California and, more best to serve their students within these varying contexts. specifically, for UC to leverage its status as “Hispanic-Serv- ing” in support of its student population in the pursuit of diversity, inclusion, and racial equity in an increasingly HSI for All Students diverse and global society? Although the designation “HSI” includes the term “Hispanic,” the HSI designation—along with efforts and UC Campuses as Hispanic-Serving Research programs developed through HSI funding—aim to be Institutions (HSRIs) inclusive of all student populations at the undergraduate In 2020, Latinx students were the largest group of Califor- and graduate levels. The HSI designation and identity nians admitted to UC for the fall 2020 academic term.5 A can be used as a vehicle to fulfill UC’s mission to provide combination of institutional efforts to diversify their excellent teaching, produce transformative research, student population and demographic growth has propelled and advance public service for the entire state of six of nine UC undergraduate campuses (Davis, Irvine, California and all of its residents regardless of racial Merced, Riverside, Santa Barbara, and Santa Cruz) to seek and/or ethnic background.9 and achieve federal designation as Hispanic-Serving Institutions (HSIs), while the remaining three campuses (Berkeley, Los Angeles and San Diego) are classified as As indicated in the Master Plan for Higher Education, emerging (15–24% Latinx enrollment) HSIs.b,6 This is a California’s three public higher education systems play critical turning point in the history of UC, as it now can be distinct, yet critical roles in providing academic opportuni- considered a Hispanic-Serving System (HSI System). While ties to the residents of the state.10 While the Master Plan this is an accomplishment in and of itself, it is also signifi- fell short in addressing issues of equity for students from cant that, given the large student populations found on UC historically marginalized backgrounds, UC continues to campuses, UC is enrolling and educating a sizeable pro- play a significant role as a selective, research-intensive, portion of Latinx students in the nation. Although HSI status doctoral-granting system. With the rising enrollment of is officially defined by the U.S. Department of Education Latinx students, UC is in a unique position to continue its by Latinx enrollment, prominent scholars in the field mission of access and academic excellence for the state, contend that HSI status can act as an important tool in keeping in mind the need to address issues of racial leveraging knowledge, scholarship and resources in support stratification and other equity issues in higher education. of student success that goes beyond enrollment criterion.7 Given their classification as research-intensive, UC-HSIs can be further described as Hispanic-Serving Research While there are over 539 HSIs in the U.S. and Puerto Rico, Institutions (HSRIs), with their own challenges and posi- there is not one specific profile of an institution that has tionalities relative to other HSIs within the state and HSI status. HSIs represent a variety of institutional types nationwide.c,11 Studying Latinx student success within the
b. See page 8 for the U.S. Department of Education’s definition of Hispanic-Serving Institutions. c. Hispanic-Serving Research Institution (HSRI) was first coined by Marin, P. & Pereschica, P. (2017).
6 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System context of UC as a selective, doctoral-granting institution indicators (e.g. retention rates, graduation rates, GPA) are provides a distinctive opportunity to evolve the system’s an important aspect, but we need to develop a holistic mission and identity as an HSRI. Engaging in the production approach to serving if we are to support Latinx students of scholarship and institutional knowledge by establishing personally, academically, and professionally.13 This approach an HSI identity gives UC an advantage in establishing includes acknowledging and supporting Latinx ways of equity-centered policies and practices in higher education. knowing, lived experiences, and diverse identities.14 As we This has significant implications for the academic success learned from the efforts of the Latino Eligibility Taskforce not only of Latinx students, but all students nationwide. By and subsequent measures to improve conditions for Latinx leveraging its status as an HSI system, UC can pave the students at UC, centering and addressing issues related to way on how to holistically support Latinx and all students Latinx student success is paramount. Continued mobilization in a way that plainly centers historically underserved around these efforts is needed if UC intends to strengthen students in higher education. Through this effort, UC the state’s economy and well-being and to contribute to wields the potential to disrupt conventional practices by an increasingly interconnected and global society. questioning what it means to be research-intensive, doctoral-granting HSRIs in the name of equity-minded As this report provides foundational information on the institutional and systemwide transformation. present-day status of Latinx student in the UC, the research questions that were used to guide this report are as follows: Purpose This report is the first in a series that will examine issues of 1. What are the demographic trends that have resulted in importance to Latinx students at UC. The report provides a majority of UC campuses becoming HSIs? recent, foundational information grounded in data to 2. What does a decade (2009–2019) of Latinx student provide readers an understanding of the changing Califor- enrollment trends tell us about access to UC? nia demographics that have led to UC’s high Latinx enroll- 3. What are some current trends for Latinx students at ment numbers. In an effort to move conversations beyond UC that can shape an understanding and definition of access and enrollment, this report also showcases aca- serving in the context of HSRIs? demic outcomes for Latinxs enrolled at UC over time. Most importantly, we use this information to conclude our Forthcoming reports in this series will explore UC’s unique report by suggesting how UC stakeholders can envision position as a doctoral-granting, research-intensive, public the role of UC as an HSRI system. As set forth by HSI HSRI and how Latinx students experience campus climate scholars, a definition ofserving should extend beyond the on UC campuses. Through this research series, we intend to enrollment and academic indicators traditionally used as a position UC’s unique characteristics as a research system measure of student success. In this way, the UC community within the larger discourse surrounding HSIs. Furthermore, may begin to form a concept of “servingness” within the this inaugural report strives to explore concepts of serving- HSRI context, in hopes of better understanding how ness as defined and enacted by individual UC campuses and positive change can be instituted on a systemic level.12 For by the UC system as a prominent public higher education people invested in issues of student success and equity, system. Data in this and upcoming reports are contextual- familiarity with current Latinx student eligibility, enrollment ized within UC’s mission of teaching, research and providing and academic outcomes will help to inform a definition of public service to California in the name of promoting the the word serving. Conventional enrollment and academic social mobility and collective vitality of the state.15
HSIs in the Context of Minority-Serving Institutions (MSIs) Comparative to other MSIs, such as Historically Black Colleges and Universities (HBCUs) and Tribal Colleges and Universities (TCUs), HSIs are in a unique position given that their designation is an enrollment-driven classification rather than one grounded in the mission and identity of the institution. Beyond meeting the enrollment criteria, there is no other guidance on behalf of the federal government on what it means to serve in the context of HSIs. For this reason, HSI-focused higher education scholars have posed the important question of “what does it mean to serve?”.16 These same scholars acknowledge the complexities around defining “serving,” given the varying contexts of institutions, the experiences of students they serve, and a combination of internal and external factors.17 However, this presents an opportunity to innovatively reimagine how institutions of higher education may engage in institutional transformation to foster research, practice, policy, and an inclusive environment supports all students by way of HSI designation.
7 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Defining Hispanic-Serving Institutions Hispanic-Serving Institution is a designation given by the U.S. Department of Education for not-for-profit institutions of higher education that have an enrollment of undergraduate, full-time equivalent that is at least 25% “Hispanic.”18 This designation is a result of many years of effort by various advocates of Latinx success in Washington D.C. and across the nation. The phrase Hispanic-Serving Institution was coined by the Hispanic Association of Colleges and Universities in 1986. Legislation for the designation of HSI was presented and became official in 1992, and in 1995, under the Title V section of Higher Education Act, the Developing Hispanic-Serving Institutions program was launched.19 Today, the U.S. Department of Education offers various funding opportunities through Title V, Title III Part A, and Title III Part F. Other federal agencies such as the National Science Foundation (NSF), U.S. Department of Agriculture (USDA), Department of Energy (DOE), Department of Defense (DOD), and others have provided funding opportunities for institutions with the HSI designation. While funding for HSIs is an important component of develop- ing an HSI identity, scholars contend that funding and funding opportunities cannot be the main variable in defining an HSI identity or the sole reason why institutions pursue HSI designation.20
8 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Demographic Trends in the State of California and the Educational Pipeline
California has long been known for its population size, The rise in the Latinx population is even more pronounced growth, and heterogeneity. In 2016, a little more than 39 among young California residents. Over 50% of students million people lived in California, making it the nation’s most enrolled in California’s public K–12 schools are Latinx.26 populous state. It is projected to reach 50 million people in This changing student demographic makeup has resulted 2050.21 The demographic change has been driven, in large in a significant increase in both Latinx public high school part, by a significant rise in the Latinx population (Figure graduates and Latinx public high school graduates who 1). Up until 1960, there were fewer than one million Latinx have completed requirements to be eligible for admission residents.22 With an exponential increase since then, the to UC and/or to the California State University (CSU) state now has nearly 16 million Latinx residents.23 system (Figure 2). Thus, while Latinxs make up 39% of the state’s total population, they make up 52% of public high While the size and growth of the Latinx population in school graduates and 45% of public high school graduates California are significant, perhaps more notable is its contri- who are UC/CSU eligible. bution to the racial/ethnic composition of the state. In 2016, 39% of the state’s residents were Latinx, 38% white, 14% Although improvements have been made to California Asian American, 6% African American, 3% multiracial and rates of high school graduation and UC/CSU eligibility, by less than 1% were American Indian or Pacific Islander.24 While 2030 California is projected to have a shortage of 1.1 Latinxs currently make up the state’s largest racial/ethnic million college graduates, therefore highlighting the urgent group, they are projected to further increase their propor- need to strengthen policy and practice in support of Latinx tional representation to 43% by 2030, playing an even more students’ access to a post-secondary education.27 important role in California’s future demographic makeup.25 Transfer Students and the Educational Pipeline As noted in later sections of this report, the representation of community college transfer students in California’s public higher education systems has had a noteworthy Figure 1 impact on the increase of Latinx student enrollment at UC. Latinx Population in California, 1970–2019 Of the 1.2 million Latinx students enrolled in a public college or university in the state of California, nearly 72% 16,000,000 were enrolled within the California Community College (CCC) system. However, data shows that only 2% of Latinx 14,000,000 students enrolled at a CCC will transfer out within a two-year timeframe.28 Given that a critical mass of Latinx 12,000,000 college students in the state attend a CCC but few transfer out in a timely manner, UC has an opportunity to reimag- 10,000,000 ine its role in the transfer process of Latinx students. 8,000,000
6,000,000
4,000,000
2,000,000 Note: Prior to 1970, U.S. Census data on the “Hispanic” population was determined by 0 country of birth, country of birth of parents, and language background. In 1970, those identified as “Hispanic” could self-identify as being from Mexican, Puerto Rican, Cuban, 1970 1980 1990 2000 2010 2019 Central American or South American descent. In 1980 and 1990, the “Hispanic” category was used to reflect persons from Spanish/Hispanic descent. In the 2000 Census, the “Latino” category was introduced.42
Source: U.S. Census American Community Survey (ACS), 2019.43
9 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Figure 2 Latinx High School Grads and Latinx High School Grads UC/CSU Eligible, 1992–2018
250,000
200,000
150,000
100,000
50,000
0 1992 1994 1996 1998 2000 2002 2004 2006 2008 2010 2012 2014 2016 2018
Latinx HS Grads Latinx HS Grads UC/CSU Eligible
Note: UC/CSU eligibility is defined by any graduate who meets all A-G requirements for admission. A-G requirements are a set of high school courses that students must complete in to order to meet minimal eligibility standard for admission into the CSU and UC.44
Source: California Department of Education, 1992–2018.45
UC-Led Efforts to Support the Transfer Process: Center for Community College Partnerships at UCLA One of the most notable efforts in supporting the transfer process for California’s students is housed at UC Los Angeles. The Center for Community College Partnerships (CCCP) focuses on developing partnerships with local and state community colleges with a specific focus on supporting the academic preparation of students who identify as coming from low-income, first-generation, and/or historically underrepresented backgrounds. This is achieved through a commitment to social justice and diversity, contributions to academic research that focuses on transfer students, collaborative partnerships with community colleges and institutional leaders, and an emphasis on building a transfer receptive culture.29
10 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx Access to the UC: An Overview of Ten Years of Enrollment Data
The rise in the number of Latinx public high school gradu- applying as transfer students. This difference highlights ates and Latinx public high school graduates with UC/CSU the need to increase the proportional representation of eligibility has resulted in an overwhelming increase in the Latinx transfer students applying to the UC system, number of Latinx students who apply to UC. Figure 4 especially given that Latinx students represent 72% of all demonstrates a significant rise in the proportion of appli- CCC enrollment. cants to the UC system among Latinxs from the state of California, both as first-time freshmen and as transfer The increase in applications to UC has resulted in a higher students from California public high schools and CCCs number of enrolled Latinx students. As of fall 2019, Latinx respectively. The proportion of Latinx applicants is greater undergraduates comprise 24.8% of UC undergraduate in some institutions than others, including Irvine, Merced, enrollment (Figure 5). This was an 89.8% increase from fall Riverside, and Santa Cruz. There was a 154.2% systemwide 2009. Generally, the rise in Latinx enrollment over the past increase in Latinx applicants for first-time freshman fall decade has been fueled by a substantial upturn in new admission to UC from California public high schools from Latinx student enrollment (e.g., first-time freshmen and new 2009 to 2019. When comparing the cluster of UC campus- transfer students). Between fall 2009 and fall 2019, new es that now have HSI designation (Davis, Irvine, Merced, Latinx first-time freshman enrollment increased by over Riverside, Santa Barbara, and Santa Cruz), their combined 72.8% systemwide. Five campuses had a larger proportional Latinx first-time freshman fall applications increased by increase in Latinx first-time freshmen than the systemwide 165.3%. For UC campuses that are emerging HSIs, they saw average in fall 2019, including UC Berkeley (106.2%), UC an increase in Latinx first-time freshman fall applications of Davis (95.2%), UC Irvine (171.3%), UC Merced (200.5%), and 134%. Systemwide, there was a 183.5% increase in transfer UC San Diego (158.0%). In fall 2019, Latinx first-time fresh- applications from Latinx students who attended CCCs men who identified as having no parents with a college during the same period. For currently designated UC-HSIs, degree (i.e., first-generation college students), comprised the increase in Latinx fall transfer applications was 213.2% 18.5% of all new first-time freshmen at the systemwide and for emerging HSIs it was 146.2%. However, for every level. This particular student population was 28.3% of UC institution there is a trend of a larger proportion of Latinx Riverside’s fall 2019 new, first-time freshman class and students who make up the applicants amongst first-time 49.8% of UC Merced’s (Figure 3). freshmen than there is among Latinx students who are
Figure 3 49.8% New Latinx, First-Generation Students as a Proportion of All New Students in the University of California, Fall 2019 42.4%
35.5%
28.3%
20.5% 21.5% 17.7% 18.5% 16.8% 17.5% 17.5% 15.2% 15.8% 16.2% 14.1% 13.4% 14.0% 14.2% 11.7% 10.2%
Berkeley Santa Los Santa San Davis Irvine Riverside Merced Systemwide Cruz Angeles Barbara Diego
New First-Time Freshmen New Transfer
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).46
11 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Figure 4 Latinx First-Time Freshman and Transfer Applicants as a Proportion of All Applicants from California Public High Schools and California Community Colleges, Fall 2009 and Fall 2019
First-Time Freshmen Applicants from CA Public High Schools Transfer Applicants from CA Community Colleges
Fall 2009 20.2% 14.9%
29.2% Berkeley Fall 2019 23.5%
Fall 2009 18.8% 13.1%
Davis Fall 2019 31.7% 23.4%
22.4% Fall 2009 15.2%
Irvine 37.7% Fall 2019 24.7%
22.9% Fall 2009 16.3%
33.5% Fall 2019 Los Angeles 25.4%
27.4% Fall 2009 20.1%
55.6% Merced Fall 2019 35.1%
29.9% Fall 2009 22.4%
47.5% Riverside Fall 2019 33.6%
18.6% Fall 2009 13.7%
31.3%
San Diego Fall 2019 22.9%
Fall 2009 24.5% 18.0%
Fall 2019 33.8% 24.9% Santa Barbara
Fall 2009 22.3% 17.2%
37.5% Fall 2019 Santa Cruz 28.4%
22.6% Fall 2009 16.1%
36.0% Fall 2019
Systemwide 25.6%
Source: UC Information Center, Undergraduate Admissions Summary (2009 and 2019).47
12 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System There was an even greater proportional increase among over the same time period. Although emerging HSIs have new Latinx transfer enrollment, systemwide, and at individ- not yet reached the 25% enrollment threshold, they too ual campuses.d While new Latinx transfer enrollment experienced a significant increase from fall 2009 to fall 2019. across the system grew by 112.3% between fall 2009 and UC Berkeley’s Latinx enrollment improved by 59.2%, UC Los fall 2019, there was a disproportionately high increase at Angeles’ by 64.8%, and UC San Diego’s by 119.8% over the UC Davis (134.8%), UC Irvine (169.9%), UC Merced (107.1%), ten-year period (Figure 5). UC San Diego (167.4%), and UC Santa Cruz (168.6%), the majority of which are HSIs. Similar to the trend noted with Whether through intentional practices (e.g., Latinx-focused first-generation, first-time freshmen, UC Riverside and UC recruitment) or by virtue of demographic change (e.g., Merced had the highest proportional representation of the rise in the Latinx population), data on total enrollment first-generation transfer students. 35.5% of all new transfers (inclusive of first-time freshmen and transfers) demonstrates at UC Riverside and 42.4% at UC Merced identified as such that all UC campuses are experiencing a rapid and signifi- in fall 2019 (Figure 4). cant increase in Latinx enrollment. Some campuses more than others are becoming an academic home to Latinx However, while total enrollment in the UC system has students who are also first-generation college students. increased by 89.8% in the ten-year period between fall 2009 The intersection of first-generation status with other to fall 2019 (Figure 5), there was a greater increase among characteristics, such as transfer identity, is an important UC campuses that are now designated HSIs—Davis, Irvine, consideration in how admissions and recruitment practices Merced, Riverside, Santa Barbara and Santa Cruz—which, are informed. As the research in the field demonstrates, when combined, increased their Latinx enrollment by 95.3%. these intersecting identities are crucial in how students Campuses such as UC Davis, UC Irvine, and UC Merced access and navigate their higher education.30 In conceptu- more than doubled their Latinx undergraduate enrollment alizing a definition ofservingness , UC must be aware of from 2009 to 2019 (Table 1). students’ varied backgrounds and lived experiences.
Additionally, within some of the federally designated This overall change in enrollment demographics has led to UC-HSI campuses, there has been a noteworthy rise in the the emergence of UC campuses as federally designated proportional representation of Latinx students—well above HSIs. As of 2020, the UC system is in a new era with the the 25% enrollment threshold. At UC Riverside, for example, decision to eliminate the SAT and ACT from its admissions the proportional representation of new and continuing practices. Scholars concerned with college access have Latinx students increased from 28.9% to 39.9% between fall long presented strong evidence that these forms of tests 2009 and fall 2019. At UC Merced, the proportional repre- disproportionately disadvantage low-income, first-genera- sentation of Latinx students increased from 32.2% to 53.9% tion Students of Color. It is not that students with these
Table 1: Increase in Latinx (New and Continuing) Enrollment at the University of California, Fall 2009 to Fall 2019
Campus Fall 2009 Fall 2019 % Change
Berkeley 3,047 4,850 59.2% Davis 3,336 6,998 109.8% Irvine 3,039 7,582 149.5% Los Angeles 4,103 6,762 64.8% Merced 1,028 4,390 327.0% Riverside 4,907 8,804 79.4% San Diego 2,969 6,526 119.8% Santa Barbara 4,295 5,632 31.1% Santa Cruz 2,764 4,427 60.2% Systemwide 29,488 55,971 89.8%
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).48
d. For the purposes of this report, transfer student enrollment is presented in the aggregate, meaning that “Other Transfers” and “California Community College Transfers,” as noted in UC Information Center, are combined.
13 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System characteristics lack the intellectual ability to succeed on will have significant implications for the number of appli- these achievement tests, but rather that systemic inequities cations sent to UC and, subsequently, the number of lead to these students receiving less test preparation and students enrolled. With this change in testing, coupled encountering barriers of cost in taking the tests, as well as with shifting demographics and various state and campus there being racial bias in scoring procedures.31 The UC initiatives in championing diversity, equity and inclusion, it Regents’ decision to eliminate tests in admissions consid- is to be expected that at some point in the not-too-distant erations can be considered a step in the right direction future, all campuses in the UC system (with the exception toward more equitable access to UC. This critical moment of UC San Francisco) will obtain the HSI federal designation.
Figure 5 Latinx Undergraduate Enrollment (New and Continuing) as a Proportion of All Enrollment at the University of California, Fall 2009 and Fall 2019 53.9%
39.9%
32.2% 28.9% 25.3% 25.0% 24.1% 24.8% 22.6% 21.2% 21.4% 21.7% 18.1% 16.6% 15.5% 15.4% 13.5% 13.7% 11.9% 12.8%
Berkeley San Davis Irvine Los Santa Santa Riverside Merced Systemwide Diego Angeles Cruz Barbara
Proportional Representation of Latinx, Fall 2009 Proportional Representation of Latinx, Fall 2019
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).49
Timeline of UC Campuses Obtaining HSI Designation
UC Riverside UC Santa Barbara & UC Santa Cruz UC Davis*
2008 2010 2015 2017 2020
UC Merced UC Irvine
Emerging HSIs: UC Berkeley, UC Los Angeles, UC San Diego
*The authors of this report recognize UC Davis as an HSI based on UC Davis’ statement citing correspondence with the U.S. Department of Education that confirms that the campus meets the the 25% enrollment threshold for Latinx students. Please see https://diversity.ucdavis.edu/hsi for further information.
14 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Beyond Access: Ensuring Successful Completion and Supporting Post-Baccalaureate Pathways
If UC’s mission is to serve as a conduit for social mobility in degree, regardless of a student’s circumstances when they California, we must consider its ability to provide a pathway arrive on campus. Yet, when further analyzing graduation to degree attainment by eliminating disparities in outcomes rates disaggregated by racial/ethnic group and taking into across student groups. One important indicator that UC account whether students received a Pell Grant and campuses are reaching equity in outcomes is the rate of self-identified as a first-generation college student, we see graduation, disaggregated by race/ethnicity. An analysis of even more significant disparities among Latinx students six-year graduation rates for Latinx students in the UC versus the reported rate for all racial/ethnic groups. Consid- system (among a cohort of new first-time freshmen who er for example, the systemwide four-year graduation rate for began in 2011) shows that at most campuses, Latinx first-generation Latinx Pell recipients; less than half of the students are graduating within a reasonable time frame in 2011 cohort, or 45.3%, graduated in four years (Figure 7). comparison to the six-year graduation rate for all racial/ ethnic groups—a marked improvement compared with the Graduation rates, one of the traditional academic and cohort of students who began in 2001 (Figure 6). For student success indicators, are often used as a gauge of example, among the cohort of freshmen at UC Berkeley who servingness at HSIs. Based on that metric, UC-HSIs are began in 2001, Latinx students had a six-year graduation presented with an urgent issue. The combined average of rate that was 9.8% lower than the total for all students—a four-year graduation rates for first-generation Latinx gap that decreased to 3.2% for the cohort of students who students (2011 cohort) who are Pell Grant recipients at started in 2011. However, a closer look at four-year gradua- UC-HSIs is 42.4%. That number falls slightly below the tion rates for Latinx students across the system reveals systemwide average for the same group (45.3%). Com- significantly lower rates than for all students. Among the pared with the systemwide average of all students (2011 cohort of students who began in 2011, the four-year gradua- cohort) at all UC campuses (62.7%), there is a 20.3% tion rate for Latinx students was 50.8%, compared with the difference.e This presents the issue that, overwhelmingly, average four-year graduation rate of 62.7% for all students. Latinx students who identify with characteristics that are representative of many Latinx students in California face The UC system must be able to provide a pathway to a barriers that impede their graduation in four years.
e. This includes all students who may or may not be first-generation and who may or may not have received a Pell Grant.
15 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Figure 6 4- and 6-year Graduation Rates of Latinx and All Undergraduate Students at the University of California, 2006 and 2011 Entry Cohorts
ear ra a ion a es ear ra a ion a es Di eren e Be een an ear ra a ion a es
La in 80 8 All S en s 90 9
La in 87 8 Berkeley All S en s 91 0
La in 72 All S en s 81 8
Da is La in 76 1 All S en s 85 5
La in 79 8 All S en s 86 5
Ir ine La in 77 9 All S en s 85 4
La in 88 7 All S en s 92 1
La in 86 5
Los Angeles All S en s 90 6
La in 59 8 All S en s 62
La in
er e 59 2 All S en s 67 0
La in 58 9 All S en s 68 8
La in 7 4 i ersi e All S en s 77 0
La in 79 1 All S en s 87 8
La in 76 5 San Diego All S en s 85 1
La in 75 0 All S en s 82 5
La in 77 4 All S en s 82 San a Bar ara
La in 71 0 All S en s 76 7
La in 75 5
San a Cr All S en s 79 9
La in 76 2 All S en s 8 4
La in 78 5
Sys em i e All S en s 84 2
Source: UC Information Center, Undergraduate Graduation Rates (2006 and 2011).50
16 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Figure 7 4- and 6-year Graduation Rates for First-Generation, Pell Recipient, Latinx and All Undergraduate Students, 2006 and 2011 Entry Cohorts
ear ra a ion a es ear ra a ion a es Di eren e Be een an ear ra a ion a es
La in 77 8 All S en s 90 9
La in 82 0 Berkeley All S en s 91 0
La in 68 All S en s 81 8
Da is La in 7 5 All S en s 85 5
La in 82 1 All S en s 86 5
Ir ine La in 75 6 All S en s 85 4
La in 88 5 All S en s 92 1
La in 84
Los Angeles All S en s 90 6
La in 60 6 All S en s 62
La in
er e 58 0 All S en s 67 0
La in 61 7 All S en s 68 8
La in 71 8 i ersi e All S en s 77 0
La in 76 0 All S en s 87 8
La in 74 8 San Diego All S en s 85 1
La in 74 2 All S en s 82 5
La in 75 9 All S en s 82 San a Bar ara
La in 68 6 All S en s 76 7
La in 72 9
San a Cr All S en s 79 9
La in 7 0 All S en s 8 4
La in 74 1 Sys em i e All S en s 84 2
Note: The UC’s methodology defines “first-generation” as a student having no parent with a college degree. Source: UC Information Center, Undergraduate Graduation Rates (2006 and 2011).51
17 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Long-term Educational Aspirations and Graduate their HSI status to create a more inclusive environment for Enrollment Among Latinx Students in the UC System Latinx graduate students.32 This analysis helps to represent Part of conceptualizing UC as an HSRI that is both re- the intersections of UC campuses’ identity as public, search-intensive and a public system of higher education is research-intensive, doctoral-granting institutions, and as to consider the system’s ability to provide an educational HSIs. Hence, UC campuses are in a unique position to trajectory for students beyond the bachelor’s degree. The explore and to bring attention to the ways in which these data demonstrates that there is a critical mass of under- institutional designations can be leveraged to promote graduate Latinx students in the UC system with educational greater access, opportunity, and mobility for Latinx aspirations beyond the bachelor’s degree. Based on data students into graduate and professional degree programs. from the UC Undergraduate Experience Survey (UCUES), we see that only 15.6% of undergraduate Latinx students (Lack of) Representation of Latinx Faculty and systemwide indicate that a bachelor’s degree was their Leadership at UC highest academic aspiration (Table 2); most Latinx students The connection between undergraduate success and systemwide aspire to earn a graduate degree. For Berkeley access to a graduate education for Latinx students is and UC Los Angeles, there is a high concentration of Latinx particularly relevant in the context of UC and, more students with aspirations to earn a law degree (12.2% and importantly, UC as an HSRI. Given the university’s role as a 10.3% respectively), while at UC Los Angeles and UC San doctoral-granting system of institutions, the enrollment Diego there is a greater proportion of Latinx students who and success of Latinx graduate students will have signifi- aspire to a medical degree (12.7% and 9.7%, respectively). cant implications in the diversification of the professoriate and other leadership positions within UC and beyond.33 While undergraduate Latinx students in the UC system do Currently, diversity among ladder-rank faculty is an issue have educational aspirations beyond a bachelor’s degree, for the UC system. As of April 2020, only 7.3% of faculty there is much room for improvement when it comes to (ladder-rank and equivalent) identified as Hispanic/ Latinx graduate student enrollment. While total Latinx Latino(a), systemwide.34 Representation of Latinx faculty graduate student enrollment increased by 70.2% between and staff members in senior management positions is fall 2009 and fall 2019, they continue to be a small per- currently at 7.9%.35 It is clear that the diversity of UC’s centage of the total number of graduate students at UC student body is not reflected in that of UC faculty and (10.5% in fall 2019) (Figure 8). leadership. Advocates of diversity in higher education contend that having leadership representative of its While HSI status is defined by undergraduate enrollment, student body increases a sense of belonging and overall we believe that post-undergraduate degree trajectories, success for students.36 As a doctoral-granting, research-in- such as access to and success in graduate school, should tensive system of higher education with a near-25% Latinx be an important consideration for how UC campuses, as undergraduate student population, UC must address and HSRIs, are conceptualizing and working toward serving take action in addressing the disparities in graduate their students. Beyond strengthening pathways to a gradu- student enrollment and in Latinx representation in faculty ate education, HSRIs have the opportunity to leverage and leadership positions.
Chicanx/Latinx Leadership at UC Groups at UC such as the UC Chicano/Latino Advisory Council (CLAC), have been mobilizing to address the scarcity of Latinx leadership in the system. The Chicanx/Latinx Leadership Summit is an annual gathering that has brought together hundreds of Latinx staff, administrators, and leadership to address concerns and develop strategies to foster UC’s next generation of leaders.
18 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Table 2. Aspirations for Highest Academic Degree or Credential among Latinx Students, 2018
Bachelor's Academic Other Doctorate Business Law Degree Medical Doctor Degree (B.A., Master's Degree Professional (Ph.D., Ed.D., Master's (MBA) (L.L.B or J.D.) (M.D) B.S. etc.) (M.A, M.S., etc.) Masters etc.)
Berkeley
Da is
Ir ine
Los Angeles
er e
i ersi e
San Diego
San a Bar ara
San a Cr
Sys em i e
Note: Other Professional Master’s includes M.Ed., M.PP., M.PH., M.FA., M.LIS., M.SN., M.SW., M. ARCH., etc. Source: UC Undergraduate Experience Survey (UCUES), 2018.52
Figure 8 Latinx Graduate (New and Continuing) Enrollment as a Proportion of Total Enrollment in the University of California, Fall 2009 and Fall 2019
Berkeley Da is Ir ine Los er e i ersi e San San San a San a Sys em i e Angeles Diego ran is o Bar ara Cr
all all
Note: We included UC San Francisco in this analysis as a graduate-enrolling institution in the UC system. Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).53
19 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Conclusion
This report is the first of many that explore and question Recognizing the Heterogeneity of Latinxs in UC UC campuses’ status as HSRIs and emerging HSRIs. As the In terms of enrollment data, UC provides disaggregated authors of this report, we have found potential areas for information on the basis of ethnic categories for Latinx future research and lines of inquiry in developing UC’s students, faculty, and staff members. However, the system position as an HSRI system. for disaggregating data on Latinxs remains insufficient. The only categories available for Latinx disaggregation are Defining a Multidimensional Campus-Specific and as follows: Mexican/Mexican American/Chicano, Latin Systemwide Approach to Serving Beyond Enrollment American/Latino, Other Spanish American/Latino, Puerto As argued by Garcia, Nuñez, and Sansone (2019), serving Rican, and Cuban.38 In California, the Latinx population is or servingness within the context of HSIs is a multidimen- becoming increasingly diverse. Given the vast diversity in sional phenomenon.37 Based on the data presented in this the racial and ethnic experiences of Latinxs in the state, report, Latinx enrollment should continue to be a pressing the aggregation of data is problematic as we seek to issue for UC stakeholders, but an analysis beyond enroll- understand and alleviate issues of racial disparities for ment is equally necessary. Retention, timely graduation, Latinx-identifying students at UC. Designing and strength- and post-baccalaureate pathways for Latinx students at ening interventions that seek to support historically the university should also be considered, along with the marginalized students requires data that reflects their intersections of students’ varying social identities. Creating intersecting identities. This includes, but is not limited to, and implementing a definition of serving for individual UC the disaggregation of racial and ethnic categories in campuses and for the system as a whole will require a institutional data collection.39 push for new indicators of academic success. This will entail using both quantitative and qualitative research Intersegmental Collaboration with California State methods to examine the holistic experiences of Latinx Universities and California Community Colleges students at UC. California is home to the largest number of HSIs in the United States. This is largely due to the 23 campus of Importance of Graduate Student Enrollment in California State University System (CSU) and the 116 Developing Servingness colleges that belong to the California Community College The U.S. Department of Education defines HSIs by under- (CCC) system, encompassing 21 and 79 HSIs, respectively. graduate enrollment numbers. Nonetheless, given UC’s The representation of a critical mass of HSIs in every position as a doctoral-granting institution, the University sector of California’s public higher education presents an must also strengthen Latinx graduate student enrollment opportunity for intersegmental collaboration to strengthen across the system. UC has an opportunity to promote the pathways from community college to a four-year universi- development of future generations of researchers in all ty and to support students’ aspirations for a graduate fields as well as the opportunity to support the growing education. Although mission and institutional culture vary number of UC graduate students who are engaging in HSI among the three systems, there is potential to create a work that can inform practice and policy in the system. By statewide learning community to share knowledge, increasing the number of Latinx graduate students and expertise, best practices and more to support students retaining and graduating them, UC can foster the next enrolled in California’s postsecondary institutions. generation of faculty, leaders, and critical thinkers who are representative of the demographics of the state.
HSI Campus Task Forces Most UC campuses have created collaborative task forces made up of faculty, staff, administrators, and students. These groups identify, assess, and reimagine campuses that cultivate and sustain the success of Latinx students. True to the research mission of UC, all campuses have in some way embarked on the introspective work that is required to begin institutional transformation, whether through needs assessment or high-level research. For more information on campus task forces, see our website: www.ucop.edu/hsi-initiative.
20 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Learning from Peer HSRIs Embracing a New Era for UC In an effort to interrogate serving in the context of HSRIs, The year 2020 has brought forth many challenges on UC has the potential to be a leader in establishing national statewide, national, and global levels. Along with these partnerships with peer institutions. HSIs that also meet the challenges comes the welcoming of a new era. The recent Carnegie Classification of Research Institutions of R1 (high appointment of UC President Michael V. Drake, the research activity) are:40 historic decision to eliminate the use of SAT and ACT in admissions decisions, a revitalized commitment to sup- • University of Arizona porting underrepresented communities, and UC’s new- • Florida International University found identity as an HSRI system all serve to guide us into • University of Illinois at Chicago a new era where we can reimagine the possibilities of • University of Nevada-Las Vegas institutional and systemwide transformation, possibilities • University of New Mexico-Main Campus grounded in equity for all students of all backgrounds. • CUNY Graduate School and University Center • Texas Tech University Ultimately, as the authors of this report, we perceive an • The University of Texas at Arlington ongoing need to focus on Latinx students and their • The University of Texas at El Paso experiences at UC. We contend that by leveraging UC’s • The University of Houston role as an HSRI system, the university is well-positioned to make significant contributions to research, policy, and practice across the nation. While there are many technical Rising Scholars at UC Davis aspects that make up being an HSI, at the heart of this In 2019, the UC Davis HSI Taskforce released a thor- designation and central to this Initiative is a commitment ough report, Investing in Rising Scholars and Serving to correcting wrongs in a long history of exclusionary the State of California: What it Means for UC Davis to practices toward Students of Color within higher educa- be a Hispanic-Serving Institution, that presents the tion. It is our hope that the data provided in this report can campus’s values, visions, recommendations, and best help campuses situate their institutions in the context of practices for adopting an HSI identity and an as- the broader UC system and can be utilized as a tool for set-based perspective of its campus community. For realizing an HSI identity, whether the federal designation more information see: https://diversity.ucdavis.edu/hsi. has been obtained or not.
Informing Scholarship Through Practice UC Santa Cruz has published various chapters about their experiences striving towards becoming a “racially-just HSI”.41 These chapters can be found in Hispanic-Serving Institutions (HSIs) in Practice: Defin- ing “Servingness” at HSIs, edited by Gina A. Garcia.
21 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Appendix
Latinx and All Students Fall Freshman Applicants, Admits, and Enrollees from California Public High Schools, Fall 2009 and Fall 2019
Fall 2009 Fall 2019
Campus Ethnicity Applicants Admits Enrollees Applicants Admits Enrollees
La in , , , ,
Berkeley All S en s , , , , , ,
er en age o o al
La in , , , , ,
Da is All S en s , , , , , ,
er en age o o al
La in , , , , ,
Ir ine All S en s , , , , , ,
er en age o o al
La in , , , , ,
Los Angeles All S en s , , , , , ,
er en age o o al
La in , , , , ,
er e All S en s , , , , , ,
er en age o o al
La in , , , , , ,
i ersi e All S en s , , , , , ,
er en age o o al
La in , , , , ,
San Diego All S en s , , , , , ,
er en age o o al
La in , , , , , ,
San a Bar ara All S en s , , , , , ,
er en age o o al
La in , , , ,
San a Cr All S en s , , , , , ,
er en age o o al
La in , , , , , ,
Sys em i e All S en s , , , , , ,
er en age o o al
Source: UC Information Center, Undergraduate Admissions Summary (2009 and 2019).
22 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx and All Students Fall Applicants, Admits, and Enrollees from California Community Colleges, Fall 2009 and Fall 2019
Fall 2009 Fall 2019
Campus Ethnicity Applicants Admits Enrollees Applicants Admits Enrollees
La in , ,
Berkeley All S en s , , , , , ,
er en age o o al
La in , , ,
Da is All S en s , , , , , ,
er en age o o al
La in , , ,
Ir ine All S en s , , , , , ,
er en age o o al
La in , , ,
Los Angeles All S en s , , , , , ,
er en age o o al
La in ,
er e All S en s , , , ,
er en age o o al
La in , , ,
i ersi e All S en s , , , , ,
er en age o o al
La in , , ,
San Diego All S en s , , , , , ,
er en age o o al
La in , , , ,
San a Bar ara All S en s , , , , , ,
er en age o o al
La in , ,
San a Cr All S en s , , , , ,
er en age o o al
La in , , , , , ,
Sys em i e All S en s , , , , , ,
er en age o o al
Source: UC Information Center, Undergraduate Admissions Summary (2009 and 2019).
23 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx and All Students Undergraduate (New and Continuing) Enrollment, Fall 2009 and Fall 2019
Campus Ethnicity Fall 2009 Fall 2019 Change
La in , ,
Berkeley All S en s , ,
er en age o o al
La in , ,
Da is All S en s , ,
er en age o o al
La in , ,
Ir ine All S en s , ,
er en age o o al
La in , ,
Los Angeles All S en s , ,
er en age o o al
La in , ,
er e All S en s , ,
er en age o o al
La in , ,
i ersi e All S en s , ,
er en age o o al
La in , ,
San Diego All S en s , ,
er en age o o al
La in , ,
San a Bar ara All S en s , ,
er en age o o al
La in , ,
San a Cr All S en s , ,
er en age o o al
La in , ,
Sys em i e All S en s , ,
er en age o o al
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).
24 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx and All Students New First-Time (FTF) Freshmen Fall Enrollment, Fall 2009 and Fall 2019
Campus Ethnicity Fall 2009 Fall 2019 Change
La in
Berkeley All S en s , ,
La in er en age o All e
La in ,
Da is All S en s , ,
La in er en age o All e
La in ,
Ir ine All S en s , ,
La in er en age o All e
La in ,
Los Angeles All S en s , ,
La in er en age o All e
La in ,
er e All S en s , ,
La in er en age o All e
La in , ,
i ersi e All S en s , ,
La in er en age o All e
La in ,
San Diego All S en s , ,
La in er en age o All e
La in , ,
San a Bar ara All S en s , ,
La in er en age o All e
La in
San a Cr All S en s , ,
La in er en age o All e
La in , ,
Sys em i e All S en s , ,
La in er en age o All e
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).
25 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Proportion of New Latinx First-Generation, First-Time Freshmen (FTF) of All New First-Time Freshmen, Fall 2009 and Fall 2019
Campus Ethnicity Fall 2009 Fall 2019 Change
La in , s en,
Berkeley All S en s , ,
La in er en age o All e
La in , s en, ,
Da is All S en s , ,
La in er en age o All e
La in , s en, ,
Ir ine All S en s , ,
La in er en age o All e
La in , s en,
Los Angeles All S en s , ,
La in er en age o All e
La in , s en, ,
er e All S en s , ,
La in er en age o All e
La in , s en,
i ersi e All S en s , ,
La in er en age o All e
La in , s en, ,
San Diego All S en s , ,
La in er en age o All e
La in , s en,
San a Bar ara All S en s , ,
La in er en age o All e
La in , s en,
San a Cr All S en s , ,
La in er en age o All e
La in , s en, , ,
Sys em i e All S en s , ,
La in er en age o All e
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).
26 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx Transfer and All Students New Transfer* Fall Enrollment, Fall 2009 and Fall 2019
Campus Ethnicity Fall 2009 Fall 2019 Change
La in rans er
Berkeley All rans er S en s , ,
La in er en age o All e rans ers
La in rans er
Da is All rans er S en s , ,
La in er en age o All e rans ers
La in rans er
Ir ine All rans er S en s , ,
La in er en age o All e rans ers
La in rans er
Los Angeles All rans er S en s , ,
La in er en age o All e rans ers
La in rans er
er e All rans er S en s
La in er en age o All e rans ers
La in rans er
i ersi e All rans er S en s ,
La in er en age o All e rans ers
La in rans er
San Diego All rans er S en s , ,
La in er en age o All e rans ers
La in rans er
San a Bar ara All rans er S en s , ,
La in er en age o All e rans ers
La in rans er
San a Cr All rans er S en s ,
La in er en age o All e rans ers
La in rans er , ,
Sys em i e All rans er S en s , ,
La in er en age o All e rans ers
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019). *Transfers represented in this table are inclusive of California Community College Transfers and Other Transfers as noted by UC Information Center.
27 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Proportion of Latinx First-Generation, Transfer* Undergraduates of All New Transfers*, Fall 2009 and Fall 2019
Campus Ethnicity Fall 2009 Fall 2019 Change
La in , s en, rans er
Berkeley All rans er S en s , ,
La in er en age o All e rans ers
La in , s en, rans er
Da is All rans er S en s , ,
La in er en age o All e rans ers
La in , s en, rans er
Ir ine All rans er S en s , ,
La in er en age o All e rans ers
La in , s en, rans er
Los Angeles All rans er S en s , ,
La in er en age o All e rans ers
La in , s en, rans er
er e All rans er S en s
La in er en age o All e rans ers
La in , s en, rans er
i ersi e All rans er S en s ,
La in er en age o All e rans ers
La in , s en, rans er
San Diego All rans er S en s , ,
La in er en age o All e rans ers
La in , s en, rans er
San a Bar ara All rans er S en s , ,
La in er en age o All e rans ers
La in , s en, rans er
San a Cr All rans er S en s ,
La in er en age o All e rans ers
La in , s en, rans er , ,
Sys em i e All rans er S en s , ,
La in er en age o All e rans ers
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).
28 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx and All Students Freshmen Graduation Rates by Entry Cohort, 2001, 2006, 2011
Campus 2001 2006 2011
La in o al ear All S en s o al Berkeley La in o al ear All S en s o al La in o al ear All S en s o al Da is La in o al ear All S en s o al La in o al ear All S en s o al Ir ine La in o al ear All S en s o al La in o al ear All S en s o al Los Angeles La in o al ear All S en s o al La in o al ear All S en s o al er e La in o al ear All S en s o al La in o al ear All S en s o al i ersi e La in o al ear All S en s o al La in o al ear All S en s o al San Diego La in o al ear All S en s o al La in o al ear All S en s o al San a Bar ara La in o al ear All S en s o al La in o al ear All S en s o al San a Cr La in o al ear All S en s o al La in o al ear All S en s o al Sys em i e La in o al ear All S en s o al
Source: UC Information Center, Graduation Rates (2001, 2006, and 2011).
29 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx and All Students Graduation Rates by Entry Cohort, Pell Recipients, and First-Generation Status, 2006 and 2011
Campus 2006 2011
La in , ell, an s en ear All S en s, ell, an s en Berkeley La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en Da is La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en Ir ine La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en Los Angeles La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en er e La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en i ersi e La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en San Diego La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en San a Bar ara La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en San a Cr La in , ell, an s en ear All S en s, ell, an s en La in , ell, an s en ear All S en s, ell, an s en Sys em i e La in , ell, an s en ear All S en s, ell, an s en
Source: UC Information Center, Graduation Rates (2001, 2006, and 2011).
30 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System Latinx and Total Graduate New and Continuing Enrollment, Fall 2009 and Fall 2019
Campus Ethnicity Fall 2009 Fall 2019 Change
La in , Berkeley All S en s , , La in er en age o o al
La in Da is All S en s , , La in er en age o o al
La in Ir ine All S en s , , La in er en age o o al
La in , Los Angeles All S en s , , La in er en age o o al
La in er e All S en s La in er en age o o al
La in i ersi e All S en s , , La in er en age o o al
La in San Diego All S en s , , La in er en age o o al
La in San ran is o All S en s , , La in er en age o o al
La in San a Bar ara All S en s , , La in er en age o o al
La in San a Cr All S en s , , La in er en age o o al
La in , , Sys em i e All S en s , , La in er en age o o al
Note: We included UC San Francisco in this analysis as a graduate enrolling institution in the UC system. Total graduate aggregates data for academic master, academic doctor, and graduate professional students.
Source: UC Information Center, Fall Enrollment at a Glance (2009 and 2019).
31 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System References
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Moreno, “A Long Term Vision of Faculty Diversity at UC Davis.” In for Hispanic Serving Institutions,”, American Educational Research Journal, 40(4): 345–357. Uprooting Bias in the Academy, ed. Unknown, (New York, NY: Springer, forthcoming) 17. Ibid. 41. P.G. Reguerín, J. Poblete, C.R. Cooper, A. Sánchez Ordaz, & R. Moreno, “Becoming a 18. U.S. Department of Education, Definition of Hispanic Serving Institutions (Washing- Racially Just Hispanic Serving Institution (HSI).” in Hispanic Serving Institutions (HSIs) in ton, DC: Office of Postsecondary Education) Practice: Defining “Servingness” at HSIs,ed. G.A. Garcia, (Charlotte, NC: Information Age 19. G.A. Garcia, Becoming Hispanic Serving Institutions: opportunities for colleges and Publishing, 2020): 41–60. universities, (Baltimore, MD: John Hopkins Press, 2019); P.L. Valdez. Valdez, 2015, “An 42. Cohn, 2010; C. Gibson & K. Jung, Historical Census Statistics on Population Totals by overview of Hispanic-Serving Institutions’ legislations: legislation policy formation Race, 1790 To 1990, And by Hispanic Origin, 1970 To 1990, For The United States, between 1979 and 1992,” in Hispanic Serving Institutions in American higher education: Regions, Divisions, And States (Washington, DC: U.S. Census Bureau, 2002) their origin, and present and future challenges, ed. J.P. Mendez, I.F.A. Bonners, J. 43. C. Gibson & K. Jung, Historical Census Statistics on Population Totals by Race, 1790 Mendez-Negrete, & R.T. Palmer (Sterling, VA: Stylus Publishing, LLC, 2015), 5–29. To 1990, And by Hispanic Origin, 1970 To 1990, For The United States, Regions, Divisions, 20. G. A. Garcia, Hispanic Serving Institutions (HSIs) in Practice: Defining “Servingness” And States (Washington, DC: U.S. Census Bureau, 2002); U.S. Census Bureau, “California: at HSIs, (Charlotte, NC: Information Age Publishing, 2020). 2000,” (Washington DC: U.S. Census Bureau, 2002); U.S. Census Bureau 2010 ACS 21. Public Policy Institute of California. California’s Population. (San Francisco, CA: Public Demographic and Housing Estimates (Washington DC: US Census Bureau, 2010); Policy Institute of California, 2017). Retrieved from: https://www.ppic.org/publication/ American Community Survey, ACS Demographic and Housing Estimates (Washington californias-population/ DC: US Census Bureau, 2019) 22. United States Census Bureau. Historical Census Statistics On Population Totals By 44. California Department of Education, 2009–2018 ACGR, 1992-2008 Graduates Race, 1790 to 1990, and By Hispanic Origin, 1970 to 1990, For Large Cities And Other Meeting UC/CSU Entrance Requirements, 1992–2008 Graduates by Race and Gender, Urban Places In The United States. (Washington, DC: U.S. Census Bureau, 1970-1990). 1992–2008 Statewide Enrollment by Ethnicity and Grade (Sacramento, CA: California Retrieved from: https://census.gov/content/dam/Census/library/working-papers/2002/ Department of Education) demo/POP-twps0056.pdf; United States Census Bureau. California: Census 2000 Profile. 45. Ibid. (Washington, DC: U.S. Census Bureau, 2000). Retrieved from: https://www.census.gov/ 46. UC Infocenter, Fall Enrollment at a Glance (Oakland, CA: The University of California prod/2002pubs/c2kprof00-ca.pdf; American Community Survey, Demographics and Office of the President) Housing Estimates (Washington, DC: U.S Census Bureau, 2018) 47. UC Infocenter, Undergraduate Admissions Summary (Oakland, CA: The University of 23. American Community Survey, Demographics and Housing Estimates (Washington, California Office of the President) DC: U.S Census Bureau, 2018) 48. UC Infocenter, Fall Enrollment at a Glance (Oakland, CA: The University of California 24. Public Policy Institute of California. California’s Population. (San Francisco, CA: Public Office of the President) Policy Institute of California, 2017). Retrieved from: https://www.ppic.org/publication/ 49. Ibid. californias-population/ 50. UC Infocenter, Undergraduate Graduation Rates (Oakland, CA: The University of 25. Public Policy Institute of California. Population: California’s Future. (San Francisco, California Office of the President) CA: Public Policy Institute of California, 2016). Retrieved from: https://www.ppic.org/con- 51. Ibid. tent/pubs/report/R_116HJ3R.pdf 52. UC Infocenter, UC Undergraduate Experience Survey (Oakland, CA: The University of 26. Campaign for College Opportunity, The State of Higher Education for Latinx in California Office of the President, 2018) California (Los Angeles, CA: The Campaign for College Opportunity, 2018) Retrieved 53. UC Infocenter, Fall Enrollment at a Glance (Oakland, CA: The University of California from: https://collegecampaign.org/wp-content/uploads/2019/10/State-ofHigher-Ed-Lat- Office of the President) inx-Report-2018.pdf
32 | La Lucha Sigue: The University of California’s Role as a Hispanic-Serving Research Institution System La Lucha Sigue
The University of California’s Role as a Hispanic-Serving Research Institution System
Suggested Citation: Paredes, A.D., Estrada, C., Venturanza, R.J., and Teranishi, R.T. 2021. "La Lucha Sigue: The University of California's Role as a Hispanic-Serving Research Institu- tion System." The Institute for Immigration, Globalization, and Education. Los Angeles, CA.
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